Literaturnachweis - Detailanzeige
Autor/in | Murray, Neil |
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Titel | A Model to Support the Equitable Development of Academic Literacy in Institutions of Higher Education |
Quelle | In: Journal of Further and Higher Education, 46 (2022) 8, S.1054-1065 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Murray, Neil) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0309-877X |
DOI | 10.1080/0309877X.2022.2044019 |
Schlagwörter | Academic Language; English for Academic Purposes; English (Second Language); Language Skills; Language Proficiency; Second Language Learning; College Second Language Programs; Foreign Countries; Higher Education; Foreign Students; Academic Support Services; Teaching Methods; Learning Processes; Curriculum Development; College Faculty; Models; Australia Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Language skills; Zweitsprachenerwerb; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Analogiemodell; Australien |
Abstract | The globalisation of higher education and the resultant increase in the cultural and linguistic diversity of the student body has cast the spotlight on English language proficiency as never before. How universities best assess applicants' linguistic suitability for their future degree studies, set appropriate proficiency thresholds, and put in place suitably structured, relevant and equitable language support post-entry is both an educational question and a moral one. This article looks specifically at English language support post-entry--widely referred to as in-sessional support--and considers a range of issues concerning the focus of that support and the nature of its delivery. It goes on to describe a decentralised model of English language provision that reflects an academic literacies perspective according to which English language development is inseparable from the acquisition of discipline knowledge. The model, implemented in Australia, rests on the idea that decentralised English language support in the form of faculty-based 'satellite' English language teams promotes relevance and thus engagement and learning. Furthermore, its scalability and cost-effectiveness help ensure that it is sustainable. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |